Abstract:

As classroom teaching is a multidisciplinary and interdisciplinary field, classroom teachers are expected to be equipped with different competencies when compared to other teachers. In this research, it is aimed to determine the special field competencies of classroom teachers. Within the frame of this main purpose, it is examined whether the special field competencies of classroom teacher candidates show significant differentiation according to the variables of gender, order of preference, type of education and academic success. The research is conducted with 207 teacher candidates studying their 4th year at Çanakkale Onsekiz Mart University, Undergraduate Program of Classroom Teaching, by using “Classroom Teaching Special Field Competency Scale” developed by Kahramanoğlu and Ay (2013). As a result of the research, it is seen that the total points (average=3.93) of teacher candidates’ special field competency are adequate and according to sub-dimensions, their competency level vary. It is conducted as a result that special field competencies of teacher candidates do not show a significant differentiation according to the variables of gender, order of preference and academic success and in terms of the variable of education type, there is a differentiation in countenance of teacher candidates studying evening education program.

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